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Early Childhood Education and Care Data Country Note - Hungary
Korea tops a new OECD PISA survey that tests how 15-year olds use computers and the Internet to learn. The next best performers were New Zealand, Australia, Japan, Hong-Kong China and Iceland.
Drei von vier Lehrerinnen und Lehrern vermissen Anreize, die einen besseren Unterricht belohnen. Gleichzeitig wird aus Sicht der Lehrkräfte in drei von fünf Schulen der Unterricht durch unangebrachtes Verhalten der Schüler gestört.
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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
Three out of four teachers feel they lack incentives to improve the quality of their teaching, while bad behaviour by students in the classroom disrupts lessons in three schools out of five, according to a new OECD report.
Un nuevo estudio de la OCDE provee los primeros datos comparativos a nivel internacional sobre las condiciones que afectan a los docentes en las escuelas – desde el impacto de los problemas en los salones de clases hasta las oportunidades de capacitación profesional.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
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The non favourable tendencies of the 1980s in the number of population continued during the 1990s in Hungary. As a result of this, age groups enrolled into the education system decreased from the 123,000 in 1990 to 94,000 in 1999. Since 2000 the decrease of population has slowed down. Long-term prognosis, based on tendencies of the last few decades, suggest further decrease of population in Hungary. The common element in different
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.
Those who manage schools and educational systems today have an arduous task as schools everywhere are being asked to do more than ever before. They also face a complex world and seemingly endless pressures on resources and demands for better perf...